The New Rule on the Accessibility of Web Content and Mobile Apps under the ADA Title II rule will take effect in April 2026, requiring public universities to ensure that websites, digital content, and instructional materials meet Web Content Accessibility Guidelines (WCAG) 2.1. While these guidelines are designed to improve access for individuals with disabilities, accessibility isn’t just about compliance—it’s about creating digital experiences that support participation, flexibility, and success for all learners.
At its core, Title II emphasizes access as a pathway to opportunity. When accessibility is intentionally built into digital environments, it removes barriers for people with disabilities while also improving clarity, usability, and learning experiences for everyone. Accessibility isn’t an extra step or an afterthought - it’s a shared responsibility reflected in the materials students rely on every day.
In the meantime, there are meaningful steps you can take now to begin—or continue—this work in manageable ways.
Start Where Students Start
A practical place to begin accessibility work is with the materials students encounter most often: syllabi and common course content. Beginning with a resource like the Accessible Template – Syllabus (Google Doc) provides built‑in structure, clear formatting, and alignment with ADA Title II and Content Accessibility Guidelines (WCAG) 2.1. While no template guarantees full compliance, starting with an accessible structure makes improvement far more achievable.
That’s also why the WVU Digital Accessibility Guide for Word is a helpful companion. It highlights essential practices like using proper headings, organizing content logically, and making materials perceivable that you can apply immediately as you revise your syllabus or any other course document.
Why Document Structure Matters
Imagine a student who navigates course materials using only a keyboard due to limited mobility. They open a Word document syllabus that’s a wall of text - no headings, no lists, no clear sections. Finding the grading policy or weekly schedule becomes frustrating and time‑consuming.
Now consider a student using a screen reader. Without proper structure, the document is read as one long stream of text, with no clear way to navigate or understand how the content is organized.
When Word documents use built‑in headings, lists, and a logical reading order, they meet key Web Content Accessibility Guidelines (WCAG) requirements. Structured documents allow students to navigate by section, scan for key information, and understand relationships between ideas. This supports accessibility, usability, and learning for all students - not just those using assistive technology.
Start with the WVU Digital Accessibility Word Guide
The WVU Digital Accessibility Guide for Word breaks document accessibility into manageable steps and helps you develop materials that are clearer, easier to navigate, and more inclusive.
The guide walks you through how to:
Use Word’s built‑in structure
Heading styles, tags, and logical reading order create a predictable pathway through your document - helpful for screen readers and for students who skim.
Make your document understandable
The guide offers practical ways to improve:
- text contrast
- text resizing options
- alt text for images (Quick tip: Use AI to draft alt text. Try: “Describe this image in one sentence (125 characters or fewer) for WCAG‑compliant alt text, focusing on its purpose and avoiding visual‑only details.” Always review and edit the AI’s output for accuracy and context.
- labeling for tables, charts, and other visuals
Keep links and interactive elements accessible
It outlines how to label hyperlinks, form fields, and other elements so they work smoothly with keyboard navigation and assistive technologies.
Decide if you really need a PDF
A well‑formatted Word file is usually the most flexible and accessible option. Use a PDF only when you need the layout to stay fixed across devices, and follow the WVU Digital Accessibility Guide for Word to save and check it properly.
Use the Microsoft Accessibility Assistant
Along the way, Word also provides helpful built‑in tools like the Microsoft Accessibility Assistant to give real‑time feedback and suggest fixes directly in your document - making it easier to identify issues like low contrast or missing alt text as you work. You can learn to Get real‑time notification of accessibility issues while working on Microsoft 365 apps.
Moving Forward
Small, intentional adjustments in your everyday documents can make course materials clearer, more navigable, and more inclusive for the students who rely on them. As we continue to strengthen our digital learning ecosystem, accessible document design is an important part of creating learning environments where all students can succeed.
Stay tuned for more posts highlighting additional WVU Digital Accessibility Guides, including tools for presentations, video, web content, and more. For now, exploring the WVU Digital Accessibility Guide for Word is a simple and meaningful place to begin building accessibility into your daily workflow.